2025 IJRSE – Volume 14 Issue 17
Available Online: 20 November 2025
Author/s:
Benito, Maryjane D.
Ilocos Sur Polytechnic State College Graduate School Tagudin Campus, Philippines (marymarydaguasi22@gmail.com)
Azarias, Ranec A.*
Ilocos Sur Polytechnic State College Graduate School Tagudin Campus, Philippines (ranecaz@gmail.com)
Abstract:
This study aimed to describe the multisensory teaching techniques used in kindergarten classrooms in Suyo District. Specifically, it sought to identify the commonly used multisensory strategies, determine their level of effectiveness, explore the challenges encountered by teachers in their implementation, and analyze patterns emerging from teachers’ logs and reflections regarding their application and impact. Employing a convergent parallel design, the study utilized a survey, interview, and teacher’s log analysis to gather both quantitative and qualitative data from kindergarten teachers in the district. Findings revealed that Suyo District kindergarten teachers extensively employ multisensory teaching techniques such as visual, auditory, kinesthetic/tactile, olfactory, gustatory, digital, and combination methods to enhance learners’ engagement and comprehension. The overall effectiveness of these techniques was rated very high, indicating their significant contribution to improved learning outcomes. Interestingly, teachers reported several challenges, including workload overload and time constraints, limited materials and resources, learner diversity and readiness, and insufficient training and professional development. Analysis of teachers’ logs and reflections revealed meaningful themes: subscribing to eclectic teaching, student engagement and enjoyment, teaching adaptability and creativity, academic improvement and skill development, inclusive learning environment, and reflective practice and professional growth—all representing teachers’ progressive journey toward more dynamic and inclusive instruction. The study concludes that multisensory teaching greatly enhances learning and engagement in kindergarten. It recommends sustained support, provision of adequate resources, and continuous professional development to strengthen teachers’ capacity in implementing effective multisensory approaches in early childhood education.
Keywords: multisensory teaching techniques, kindergarten education, teacher reflections, instructional effectiveness, Suyo District
DOI: https://doi.org/10.5861/ijrse.2025.25310
Cite this article:
Benito, M. D., & Azarias, R. A. (2025). Multisensory teaching techniques in kindergarten classrooms: The case of Suyo District. International Journal of Research Studies in Education, 14(17), 61-68. https://doi.org/10.5861/ijrse.2025.25310
*Corresponding Author